As early as the 18th
century, doctors noticed that workers whose jobs required
them to maintain certain body positions for long periods
of time developed musculoskeletal problems. In the last
20 years, research has clearly established the connection
between certain job tasks and repetitive stress injuries,
or RSIs.

Two elements are at work here: static work
and force. Static work refers to
the musculoskeletal effort required to hold a certain
position, even a comfortable one. For example, when we
sit and work at computers, keeping our head and torso
upright requires either small or great amounts of static
work depending upon the efficiency of the body positions
we choose. Force refers to the amount of
tension our muscles generate. For example, tilting your
head forward or backward from a neutral, vertical
position quadruples the amount of force acting on your
lower neck vertebra. This increase of force is due to the
increase in muscular tension necessary to support your
head in a tilted position.

The term ergonomics is derived from two Greek
words: erg, meaning work and
nomoi, meaning natural laws. Ergonomists
study human capabilities in relationship to work demands.
In recent years, ergonomists have attempted to define
postures which minimize unnecessary static work and
reduce the forces acting on the body. All of us could
significantly reduce our risk of injury if we could
adhere to the following ergonomic principles:

1. All work activities should permit the worker to adopt
several different, but equally healthy and.safe postures
2. Where muscular force has to be exerted it should be
done by the largest appropriate muscle groups available.
3. Work activities should be performed with the joints at
about mid-point of their range of movement. This applies
particularly to the head, trunk, and upper limbs.
(Cortlett, 1983)

Here, however, we arrive at a problem: In order to put
these recommendations into practice, a person would have
to be a skilled observer of his or her own joint and
muscle functioning and would have to be able to change
his or her posture to a healthier one at will. No one
develops this sort of highly refined sensory awareness
without special training. Therefore, in order to derive
the benefits of ergonomic research, we must learn how to
observe our bodies in a new way.

One training program that cultivates these skills is the
Alexander Technique, which enables its students to put
ergonomic principles into practice, and thus helps them
reduce their risk of developing an RSI.

The Alexander Technique is not new. It was developed in
the early 20th century before ergonomics became a
recognized science and has been applied throughout this
century by people from all walks of life. The Technique
is an educational method which shows people how they are
misusing their bodies and how their everyday habits of
work can be harmful. It also teaches people how to avoid
work habits which create excessive amounts of static work
and how to reduce the amount of unnecessary muscular
force they are applying to their bodies.

Performing artists comprise one occupational group which
has studied the Alexander Technique extensively. This
group of workers is extremely aware of the potential for
serious injury as a result of repetitious demands on the
body. Typically, the work demands of performing artists
require hours of daily practice and rehearsal plus the
rigors of maintaining performance schedules. In addition
to the desire to perform at peak levels of skill,
performers also hope to extend their careers as far into
their life span as possible. RSIs represent a
serious threat to livelihood and career longevity. It is
for these reasons that the Alexander Technique is found
in the curriculum of most performing arts schools.

The Alexander Technique is studied in group classes as
well as in private lessons. Students are taught how to
observe themselves in a new way and bring a higher level
of awareness to routine activities. Students are
sometimes surprised to discover that the Alexander
Technique does not involve a prescription to do certain
exercises or to practice new positions. They quickly come
to understand that exercises or positions will not teach
them anything fundamentally new. Instead, students learn
to observe themselves in a new way and experience the
physical benefits that come from a more refined
understanding of all the elements that contribute to
everyday tasks such as sitting, standing, walking, and
working.

In an Alexander lesson, students experience profound
physical changes through the gentle guidance of the
teachers hands. These changes are a direct result
of reduction of static work demands and force. As
students progress in their study of the Technique, they
notice that they feel more comfortable performing
everyday tasks like sitting, standing, walking, typing
because they have learned how to lower static work and
applied force within their bodies.

Students of the Alexander Technique report increased self
confidence as they learn to exert a constructive
influence over the repetitive injury process; they
discover that they do not have to be unwitting victims of
RSIs. This increased sense of self reliance and
fresh perspective on how to protect their body from
injury contributes to a mental state that is less
anxious, more resilient and better prepared to handle
work challenges safely.
References:

Holly A. Sweeney is an
ergonomist and certified Alexander Technique teacher with
offices in Montclair, New Jersey and in New York City.
She has a M.A. in Ergonomics and Orthopedic Biomechanics
and she has been a Researcher and Independent Evaluator
at the Occupational and Industrial Orthopedic Center for
the Hospital for Joint Diseases in New York City.